The Foundation supports organizations that ensure children are ready for kindergarten; achieve grade-level academic performance in reading, math, and science; and graduate from high school prepared for college and the workplace. This portfolio includes an emphasis on early childhood development, STEM (Sciences, Technology, Engineering, and Math), literacy, out-of-school time, and child and family safety.
Preparing and equipping children for academic and life success
- Baltimore City and Baltimore County
- Northeastern Pennsylvania
- Nationally for capital projects only
- Israel: For the next several years, the Foundation is funding only capital grants within the Israel Program Area of Early Education and Youth At-Risk. Capital grants are for new construction, renovations, major equipment, and some infrastructure. We are primarily funding the following types of projects:
- Early childhood centers (Merkaz L’Gil HaRach)
- Shelters for women and their children who are escaping intimate partner violence
- Youth villages for youth at-risk without family support
Early childhood education
The Foundation supports programs that ensure that all children enter kindergarten healthy and ready to learn. The Foundation supports programs that provide direct supportive services, including childcare, home visiting, and parent and family support. Training and technical assistance for early childhood providers and professional development for teachers and administrators also are of interest.
STEM (Science, Technology, Engineering, Math)
The Foundation supports programs that prepare children for evolving workforce needs that require STEM literacy. Effective STEM education begins early, and outreach to low-income and minority children is necessary to increase access to quality instruction and raise the awareness of STEM careers. The Foundation supports in-school and out-of- school STEM programs and instruction, professional development to strengthen STEM instruction and teaching expertise, and programs proven to improve math proficiency.
The Foundation supports after-school, weekend, and summer programs that blend academic learning with enriching activities to increase school attendance, positive social behavior, and academic achievement. These programs include arts and sports activities which promote academic gain as well as health and nutrition, and also have an evaluation component. Of specific interest are out-of-school programs that promote STEM, prepare children for kindergarten, improve student literacy and math proficiency, and provide role models through mentoring. The Foundation also invests in professional development and staff training, effective data collection, and evaluation.
Seeking a Grant?
May be made nationally. Priorities include building, expanding, and renovating facilities as well as purchasing equipment needed to —
- Support early education programs, professional training, family support, and school readiness to prepare children for kindergarten.
- Promote engagement and instruction of children in STEM subjects.
- Provide after school, weekend, and summer academic and enrichment programs.
Child and family safety
The Weinberg Foundation continues to fund high-quality prevention and intervention programs that promote child and family safety and reduce the long-term traumatic effects of child abuse and neglect, sexual assault, intimate partner or family violence, and exposure to community violence.
Your First Step in the Grants Process is the Letter of Inquiry (LOI)
LOIs are accepted on a rolling basis.
- Grants are made in one of three categories: General Operating Support, Program Support, Capital Project.
- Each type of grant requires its own specific LOI.
- The Foundation will confirm receipt of each LOI within 30 days.
Your LOI should answer the following questions:
- Which goal under “US Education” best fits the grant request, and how does the proposed project further that goal?
- Is your organization seeking funds to expand the program to serve more children/families, expand to provide additional programs/services, or maintain existing services?
- How does your organization measure success, and what are your outcomes from the past year?
- How many participants complete the program on an annual basis, and what is the cost per participant for each program?
For more information on how to apply, please click here.
Baltimore Library Project
Summer Funding Collaborative
The Baltimore Summer Funding Collaborative supports high-quality summer programs that serve low-income Baltimore City youth. The Funding Collaborative includes ten of Baltimore’s largest charitable funders: the Abell Foundation, the Annie E. Casey Foundation, The Associated: Jewish Community Federation of Baltimore, Clayton Baker Trust, Family League of Baltimore, France-Merrick Foundation, The Harry and Jeanette Weinberg Foundation, Joseph and Harvey Meyerhoff Family Charitable Funds, Lockhart Vaughan Foundation, and The Morton K. and Jane Blaustein Foundation. These programs address one or more of the following areas: literacy; science, technology, engineering, and math (STEM); youth employment; college and career readiness; environmental education; health and overcoming stress and trauma; and enrichment such as sports and the arts.
The Weinberg Foundation and ten other funders are seeking proposals for high-quality summer learning programs in Baltimore that support low-income children and youth. This will be the Weinberg Foundation’s fourth year supporting summer youth programs in Baltimore, the third as part of the Summer Funding Collaborative.
The deadline for applications is 5 p.m. Friday, February 17, 2017. To learn more about the eligibility requirements, and to access the application, click here.
Here are some highlights from summer 2016:
Digital Harbor Foundation
Jacob, a nine-year-old Digital Harbor Foundation inventor, discovered 3D printing at the 2015 summer camp. He then enrolled in the school year camp and took his toy manufacturing projects all the way to the White House Science Fair where we blew bubbles with President Obama and germinated the idea for the White House Kids Science Advisory. This summer, Jacob signed on as a teaching assistant for the Mini Makers program. In his official staff role, Jacob helps youth design their projects and navigate the 3D printing software.
After joining Digital Harbor Foundation’s high school summer courses, Claire created a series of mechanical insect models called “Nature Coders.” She is particularly excited about “Drako the Dragonfly.” He has a 3D printed body, laminated wings, and mechanics that are laser-cut. Also in this series are “Sy the Spider” and “Lulu the Lightning Bug.” In addition to designing and creating these bio-mimicry robots, Claire has started her own blog, where she is documenting her work. She also began a Bugs and Code Facebook page that compares real bugs with her mechanical versions.
Claire feels like girls do not see the way that they can connect technology to other subjects they are interested in. So her goal is to help to bridge the gap between these subjects and show girls that technology can be related to anything they want. “I definitely think that more females should get involved. Yes, technology feels like an activity for men, but that is only because society has made it that way,” she said.
Although she is only 16 years old, Claire has already thought about her career path. She is hoping to pursue a tech-related field. She loves nature, animals, coding, 3D printing, and laser-cutting and wants to find a way to combine all of these things.
Bon Secours of Maryland Foundation
After joining the Youth Entrepreneurship & Employment Program (YEEP), Ashlie selected the health care track. She was placed in the Bon Secours Hospital dietary department. By utilizing the job readiness skills she was learning in the program, Ashlie was quickly hired. She began her employment in August 2016.
Using the skills she learned in YEEP, Jasmine was hired by Sam’s Club just as she was finishing the summer program. She worked both positions for the final two weeks of YEEP, so she could continue learning and earning from both experiences.
Saint Ignatius Loyola Academy
Students at Saint Ignatius Loyola Academy spent six exciting weeks stretching their minds and bodies during the annual summer term. Seventh and eighth grade students spent two weeks at camp in Blue Ridge Summit, Pennsylvania swimming, hiking, and playing outdoors along with daily reading and reflection time. All students in grades five through eight were in class for four weeks in July strengthening their skills, learning about the Port of Baltimore and its importance to Baltimore’s economy, and developing research skills while investigating their neighborhoods’ histories at the Enoch Pratt library.
Art with a Heart
"I learned that I can do anything if I put my mind to it."
-Jimmie Frazier, YES participant
"(The Summer Job Program) is a great way to relieve stress and helps you as a person... bettering myself and changing my motives is what motivated me to participate."
- Jon Gross, YES participant
"I had a blast coming to Art with a Heart every day. I learned how to manage my time better, and everyone is so friendly and helpful. It gives me something positive to do every day."
- Geanna "Missy" Jackson-Cooper, YES participant
"(The Summer Job Program) made me a better person! Taught me how to keep my head up in bad times!"
- Jontae Wilson, YouthWorks participant
Baltimore Montessori Public Charter School
- A visit from an outstanding librarian from the Enoch Pratt Free Library who helped the kids get excited about reading aloud to each other and to themselves.
- An integrated science and art lesson on the cabbage moth as well as the life cycle of butterflies and moths in general.
- An Artscape field trip—one of the many perks of our location is walkability to so many great destinations.
Students at Baltimore SquashWise had an enriching summer participating in squash, fitness, community service, reading club, SAT prep, college visits, and travel tournaments. Students won trophies at the national Midwestern championships at Kenyon College; they volunteered their time at Paul's Place and a community garden; they learned to be engineers with Future Makers; they visited Howard University, the United States Naval Academy, and other campuses; and they deepened their connection to the SquashWise family.